文章基本信息

标题：Skinner and Vygotsky’s Understanding of Resilience in the School Environment
本地全文：下载
作者：Rosana Angst Pasqualotto ; Suzane Schmidlin Löhr ; Tania Stoltz 等
期刊名称：Creative Education
印刷版ISSN：2151-4755
电子版ISSN：2151-4771
出版年度：1841
卷号：06
期号：17
页码：1841-1851
DOI：10.4236/ce.2015.617188
语种：English
出版社：Scientific Research Publishing
摘要：Resilience is defined as the ability to endure situations of risk, overcome them and use them as sources of life strengthening and learning. This paper aims to analyze resilience in the school environment according to two classic perspectives in education: radical behaviorism (Skinner) and the socio-historical approach (Vygotsky). According to the socio-historical perspective, resilience can be understood as a higher psychological function resulting from an individual’s self-regulatory processes. According to the behavioural approach, whenever a person is exposed to aversive situations and finds strategies to remove them, avoidance skills are developed in order to find sources of reinforcement even during adversity. Both approaches consider that resilience is socially and culturally built, nevertheless, the need exists to consider the epistemological and conceptual differences between the two authors.
关键词：Resilience;School;Skinner;Vygotsky